Promoting Learning in Small and Medium-Sized Enterprises. INSTITUTION Further Education Development Agency, London (England)

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AUTHOR Hughes, Maria; Gray, Sue TITLE Promoting Learning in Small and Medium-Sized Enterprises. INSTITUTION Further Education Development Agency, London (England). ISSN ISSN-1361-9977 PUB DATE 1998-00-00 NOTE 39p. AVAILABLE FROM Information Centre, Further Education Development Agency, Citadel Place, Tinworth Street, London SEll 5EH, United Kingdom (7.50 pounds). PUB TYPE Collected Works - Serials (022) -- Reports Research (143) JOURNAL CIT FE Matters; v2 n9 1998 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adult Education; Adult Learning; Case Studies; Delivery Systems; *Education Work Relationship; Educational Needs; Foreign Countries; *Industrial Training; Instructional Development; *Lifelong Learning; *Marketing; Needs Assessment; Position Papers; *School Business Relationship; *Small Businesses IDENTIFIERS *United Kingdom

ABSTRACT In 1996, small and medium-sized enterprises constituted 99% of all businesses in the United Kingdom in all but the electricity, gas, and water supply sector, providing 46% of nongovernment employment. SMEs' concern with day-to-day demands leaves them with limited time and resources to consider their training needs. Although providing support and training for SMEs is not a lucrative source of income for further education (FE) colleges, it is essential because developing a learning culture in SMEs is critical to securing British competitiveness in global markets. Good relationships with training and enterprise councils are important, as are partnerships with other agencies providing support. The serial recommends that FE colleges must address their image with SMEs, clarify the benefits of training to firms and firm profitability, and consider the effects of seasonal and shift work when marketing and delivering training for SMEs. Among the report's recommendations are: a strategic and structured approach to meeting the needs of SMEs should be balanced with flexibility and speed of response and the use of technology to reach people and access learning may provide appropriate delivery methods in the medium to long term. The importance of networking and informal learning is also be emphasized. (Appended are the following: audit research tool and example; criteria for college action planning pro forma; and two case studies.) (MN)

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U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement UCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS This document has been reproduced as BEEN GRANTED BY received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Furthering Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES Local INFORMATION CENTER (ERIC) official OERI position or policy. Economies Furtheo. Education Development Agency

Promoting learning in small and medium-sized enterprises

Maria Hughes and Sue Gray

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3 Published by the Further Education Development ACKNOWLEDGEMENTS Agency (FEDA), Dumbarton House, 68 Oxford Street, London W1N ODA FEDA would like the following for contributing to Tel: 0171 436 0020 Fax: 0171 436 0349 the case study material for this publication: Feedback and orders should be directed to: Steve Thomas, Bishop Auckland College Information Centre, FEDA, Janice Driffill, Dearne Valley College Citadel Place, Tinworth Street, London SE11 5EH Li li Tabiner, Grantham College Tel: 0171 962 1280 Fax: 0171 962 1266 Stephen Gill, Halton College Anne-Marie Grey, Hertford Regional College Registered with the Charity Commissioners Denys Avis, Kingsway College Editor: Jennifer Rhys Barry Coleman, Matthew Boulton College Shahram Safavi, Reading College Designer: Mike Pope John Nash, St Austell College Printed by: Blackmore Limited, Shaftesbury, Dorset Cover photograph: courtesy Barry College ABOUT THE AUTHORS Maria Hughes is FEDA's Regional Representative ISSN: 1361-9977 based in the Northern Region: She undertakes a range of curriculum research and development activities nationally and within the region. Maria's port- © 1998 FEDA folio of work includes partnership between the FE sector and employers. She also plays a significant All rights reserved. No part of this publication may roleinFEDA's Curriculum andQualifications be reproduced, stored in a retrieval system, or trans- Programme area. mitted in any form or by any means, electronic, elec- trical, chemical, optical, photocopying, recording or Sue Gray was, until her untimely death in 1997, otherwise, without prior permission of the copyrightFEDA's Regional Representative based in the South owner. except as follows: East region and a member of the Learning at Work team. This book is dedicated to her memory. FEDA grantsthe purchaseranon-transferable licence to use any case studies and evaluation frame- works as follows: (i) they may be photocopied and used as many times as required, within a single site in the purchasing institution solely; (ii) short excerpts from them may be incorporated into any development paper or review document if the source is acknowledged and the document is not offered for sale; (iii) permission for other uses should be sought from FEDA, Blagdon.

2 FE matters VO1 2 No 9 Contents

Summary 4 Foreword 6 by Geraldine Kenney-Wallace 1 Introduction 7 2 A growing sector 9 3 Determining priorities for action 12 4 Promotion and marketing 15 5 Designing and delivering learning programmes 21 6 Management issues 26 7 Conclusions and issues 29 Appendices 1 Audit research tool and example 30 2 Criteria for college action-planning pro forma 32 3 Case studies 33

Vol 2 No 9 FE matters 3 Sum ma ry

Understanding the Went base Other factors may be as important, such as: the level of role speCificity and In1996 small and medium-sized enterprises differentiation within the firm (SMEs) made up 99% of all business in the UK in growth rate all but one industry, and provided 46% of non- length of time established government employment. They are of crucial the norm in the area or region importance to the national economy. level of reserves However, their contribution to the economy, at supply chain issues 42% of UK totalturnover,fallsbelow their owner-manager or subsidiary of a potential and they consistently under-perform. larger firm. Their concern with 'firefighting' and day-to-day demands, with little time or resources to consider Determining priorities their training needs, is a major factor in their lack There is a serious lack of reliable data on SMEs, of success. and colleges need to draw on a wide range of The absence of sustained funding, from employers external and internal sources to establish the SME themselves, individuals or central government, client base in their 'travel to learn' (TTL) area. probably limits take-up of training. Providing support and training for SMEs is not a This culture of short-termism inhibits long-term lucrative source of income for colleges. The economic development. dilemma which colleges need to resolve is determining the balance between income generation A learning culture needs to be developed to secure and fulfilling their mission. British competitiveness in global markets. Such a huge undertaking requires partnership approaches Colleges need to consider how to register the locally and nationally. benefits to college, e.g. increased responsiveness, and what performance measures are appropriate. SMEs are not a homogeneous group, and differences in sectors and size need to be taken into Good relationships with TECs are importantnot account when providing support. It is important just with staff concerned with education pro- to understand the client base colleges should grammes, but also those concerned with Business beware of offeringsolutions without under- Links, etc. This may be difficult when college standing the problem. catchment areas span more than one TEC area or where the TEC, or its subsidiary, is itself a training Definitions of SMEs vary. Turnover is often used provider. as the principal criterion, but this can conflict withothercriteriasuchasthe number of Partnershipswithotheragenciesproviding employees or management style which is typi- support are essential to ensure: cally entrepreneurial or personalised in SMEs. complementary rather than competitive The main criteria which do not conflict tend to be activity economic, i.e. linking small firms with a relatively involvement in development activity of small share in their respective marketplace, and other players, e.g. as advisers or steering statistical, i.e.with a limit of 200 employees. group members that interested parties play to their strengths that roles and responsibilities are identified and confusion avoided. The starting point for working with SMEs may be quite low in some colleges.

4 FE matters 1/01 2No 9 Marketing Ways of harnessing the physical and human resources of the college need to be developed. Colleges need to address their image with SMEs Although discrete units may provide solutions to that may not think of them as a natural source of issues such as flexibility and speed of response, training and support. This will involve raising the they may also duplicate resources and create a college profile, and in-house staff development to separate culture. The ideal would be a re-defin- develop the right ethos and the capacity to deliver. ition of mainstream provision to promote greater flexibility, responsiveness and relevance to the The key to future success may lie in identifying a needs of the industry. named contact, who is available and able to talk sensibly to companies. Personal contact is a vital Nevertheless, accommodationfor work with component of promoting learninginSMEs. SMEs may need to be different from that of main- Colleges need to consider how to resource this. stream students. Where possible, training needs to be taken out to firms rather than based at college, Colleges need to clarify the benefits of training although this may increase the cost of the training. and its relationship to the profitability of firms. Ways of reducing the costs of training for small Targeting firms in an Enterprise Zone may be useful. There may be associated grant aid to firms needs to be found. resource training. Delivering training Strong Business Clubs can be a useful way of contacting employers and promoting college services. While a 'high-tech' approach may be required in some circumstances, small businesses may have Telesales may be a cost-effective and efficient way of contacting SMEs, butit works best when quite basic IT training needs. trained staff are used. More local centres are needed where SME staff can have access to technology. Colleges need to consider the effects of seasonal and shift work when marketing and delivering Use of technology to reach people and access training for SMEs. Flexible timetablingworking learning may provide appropriatedelivery evenings and weekendsis essential. methods in the medium to long term. Open and distance learning approaches need to be Management issues further developedespecially telematics. A strategic and structured approach to meeting the Videoconferencing and interactive remote learn- needs of SMEs should be balanced with flexibility ing provide opportunities to deliver training and and speed of response. Critical success factors for support across wide geographical areas and may effective learning need to be considered. go some way to overcoming the need for viable Allowing sufficient time for development and group size, thus reducing costs. return on investment is essential. The importance of networking and informal learning needs to be emphasised. The diversity of small firms presents colleges with major resourcing issues, particularly in remote Needs will change, often quite quickly, and prior- rural areas. ities must be re-assessed regularly to ensure they are still appropriate. Staffing requirements for this kind of work will include a wide range of professionalsnot just teachers and lecturers. It is important to match the the skills of the staff to the requirements of the job. Incentives to college staff may need to be considered.

Vol 2 No 9 FE matters 5 Foreword

Not a day passes without new announcements and countries and sales exceeding £8 billion for 1997, a lively media discussions on the urgency and priorities global perspective is essential but so is a local focus. of education, training and skills for the new global We rely on the talent and enthusiasm of our 43,000 in economy. Similar debates characterised the dawn of the workforce, and our suppliers, over multiple geo- the 20th century, as pioneers in automobiles and graphical locations in the UK. The faculty structure aeroplanes astonished the world with their inno-of the Virtual University focuses on International vation and engineering, and the courage of the Business, Engineering and Manufacturing Technology, human spirit. Today the latter can be daunted by the and learning embraces NVQ to PhD. The Best sheer pace of change, and virtual reality is real but Practice Centre seeks to deliver the mandate of indi- difficult to touch. Telecommunications have revolu- vidual and corporate learning, research technology, tionised our lives. By the mid-nineties we make as acquisition and strategic support across the company, many telephone calls globally in a day as we made in its partners and suppliers. a year in 1983. On the eve of the 21st century, the The enormous strategic importance of our SME sup- public sector agenda and private sector business plier chainiswell recognised for the aerospace imperatives find unexpected confluence in that word sector. Over 75% of the final, finished and sophisti- 'competitiveness', wherein the external forces of cated product, such as an Airbus 340, has come from globalisation and technological change are captured supplier partnerships. We understand the SME chal- as a challenge to us all, whether on the shop floor, in lenges and barriers outlined in this FEDA publi- the lecture hall or the boardroom. Increasingly, cation. We also know that the sweeping techno- through selected partnerships and carefully crafted logical and software changes, the need for faster collaborations, the private and public goals can be delivery times, tighter costs, and higher quality will met by twinning intellectual and economic strategies only increase in competitive importance in future in this transition era. years. For British Aerospace, the restructuring of the By sharing risks and costs, and accelerating theEuropean and global aerospace industry offers a timescales over which the transition to new skills, dynamic and challenging focus on the importance of enhanced competencies and higher performances can its core business and its SME linkages. be accomplished, both small and large companies SMEs and suppliers often think that they are not can add visible value. The prospects of the indi- exposed to the turbulence of international competi- viduals, the productivity of the companies and the tiveness. That is not the case for British Aerospace, attractiveness of the region for future investment, are where a £2 billion prime contract won will generally all underpinned by sound education and training, mean the placing of £1.5 billion worth of subcon- research and development. Will the further edu- tracts to suppliers. We do share the competitive need cation and higher education institutions be willing to to win new business; therefore we all share the experiment to match the needs for an innovative, responsibility of shaping and sharing best practice flexible and adapted workforce in our just-in-time and training with the SMEs. The roles of further edu- and on-demand society? Yes, I believe there is much cation institutions and FEDA in adding value through shared terrain upon which we can build beyond dia- training do indeed go 'beyond responsiveness'. logue and into action plans. Geraldine Kenney-Wallace The British Aerospace Virtual University, announced Managing Director and a year ago and recently launched in its foundation Vice-Chancellor mode, is indeed built upon educational and research The Virtual University partnerships.Designedasabusinessstrategy British Aerospace plc towardsinternationalcompetitiveness andbest practice, acrossallof our manufacturing, engineering and marketing activities, we are building upon our strongest asset: the knowledge, know-how and innovation of our people. As the UK's largest exporter, with partnerships and customers in 70

6 FE matters VO1 2 No 9 Introduction

In 1996 small and medium-sized enterprises (SMEs) FE colleges are largely geared to catering for signif- made up 99% of UK business in all but one industry icant numbers of people who are content to select sector: the electricity, gas and water supply sector. from a given range of courses and attend on a regular They provided 46% of non-government employment basis. In recent years, howevet; colleges have made (DTI, 1997).1 They are of crucial importance to the significant progress in the flexibility of their response national economy. However, as Figure 1 shows, with to the episodic and low-volume needs, which charac- only 42% of total turnover, their contribution to the terise training required by SMEs. Some, often in part- economy falls below what might be expected, and nership with their TEC or Business Links, have risen they consistently fail to reach their full potential. to the challenge of promoting the business case for There are clearly many reasons for this; the viability learning to their local SMEs, but there is much still to of the business idea, the efforts and abilities of the be done across the sector as a whole. This publication individuals concerned and the vagaries of the market describes the outcomes of a FEDA project which are important factors in the success, or otherwise, of examined this issue and indicates how colleges can such ventures. While not all these can be remedied by successfully promote learning in SMEs. appropriate training and education, it is highly likely that support for general management development, and specific skills training, could help SMEs to FINDING SOLUTIONS survive and thrive. It is against this background that the nine colleges par- A major factor in the lack of fulfilment may be the ticipating in the FEDA project attempted to find solu- tendency of SMEs to be concerned with the day-to- tions to the difficulties of promoting a learning culture day demands of running their business, a short-term in the SMEs in their local area. This process involved: attitude leaving little time or resources to consider identifying the SMEs in their local area training and development. (their profile, and current and potential take-up of training)

Figure i Proportion of businesses, employment and turnover in small, medium and large firms at the start of1996

Small Medium Large

Key: Businesses 111 Employment El Turnover

1 Department for Trade and Industry (1997) Small and medium enterprises statistics for the United Kingdom, 1996 SME Statistics Unit DTI, July 1997

VOI 2 NO 9 FE matters 7 determining strategies for marketing and promotion developing mechanisms to manage and deliver appropriate and cost-effective training and support. The colleges audited their local SMEs with a questionnaire on the support strategies provided by the college and other players. They produced action plans, based on the audit results, for implementing strategic priorities. The colleges met at FEDA to share ideas and report progress. Each was also visited by FEDA education staff. The results of this activity are reported upon, often in the college's own words, in this publication.

COLLEGES INVOLVED Colleges were representative of the sector as a whole and included large, medium and small colleges from a range of geographical locations. The colleges which participated in the project were: Bishop Auckland College Dearne Valley College Grantham College Halton College Hertfordshire Regional College Kingsway College Matthew Boulton College Reading College St Austell College Note: Small and medium-sized enterprises will be referred to as SMEs throughout this report for the sake of brevity.

1 0

8 FE matters VO1 2 No 9 2 Agrowing sector As the public sector has declined as a source ofThe net result of these changing employment pat- employment, so the proportion of the non public- terns is that the relative size of the SME sector in the sector workforce has increased, with a significant UK has increased dramatically. Not all of these firms number of people employed in companies with fewer can be supported by public funds, and this points to than 100 employees (see Figure 2). a focus on targeted help from government to those companies with the management will and business SMEs are particularly important in the service sector, potential to grow. where they are supported by new technology, per- sonalcomputers, modems andfaxes.Cultural factors, franchising and management buy-outs, have DIVERSITY A MAJOR FACTOR put a greater emphasis on quality, meeting customer needs and flexible production methods. There have been many initiatives and investigations into the needs of SMEs. One factor which emerges is SMEs are also playing an increasingly important role that SMEs are not homogeneous but exhibit a range in providing the most effective outlet for encour- of needs. There are significant differences of size, aging individual and employer growth, achieving key sector and location.In catchment areas which human resource functions, such as upskilling the workforce, and enhancing the firm's capacity to include remote rural areas, diversity and difficult and costly travel are major factors. produce high quality goods and services.

Figure2Share of employment in SMEs by industry at start of 1996

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VOI 2 NO 9 FE matters 1 1 9 Assumptions that SME needs are all the same could needed. The combination of factors for particular account for the lack of successful interventions. AsSMEs may also point to the volume and type of might be expected in a sector based on entrepre- training required and appropriate delivery methods. neurial activity, the differences often exceed the simi- The colleges involved in the project were largely con- larities and defy mass simplification. This poses cerned with the small-to-medium-sized firms,i.e. problems for providers attempting to meet these defined as those employing fewer than 50 people. needs. Few economies of scale are possible, particularly at the small-to-micro end of the spectrum. It is vital that colleges understand fully the various FE colleges' mission elements of the management style, the demands, skill Providing training and support for SMEs is not gen- base and operational methods of SMEs before erally a lucrative undertaking. The rationale for col- proposing solutions to problems they articulate. leges, therefore, has to be linked to fulfilment of mission, the development of longer-term business Is SIZE IMPORTANT? relationships, and contribution to a thriving local economy, rather than immediate financial gain. The 'There is no universally accepted definition of a fragile financial viability of some SMEs means they small, medium or large business' according to the may find it virtually impossible to develop the skills DTI (1997). This was apparent throughout the they need to improve their business success. Colleges FEDA project. There is very little robust data; the can help by being aware of any sources of financial definition varies considerably according to the task support for training, and by operating a pricing for which the data is being used, e.g. to secure EU policy which takes into account ability to pay. funding, or collection of statistics for labour market However,itisunlikely that colleges alone can information (LMI). Turnover is often used as the provideallthe support needs of SMEs, either principal criterion, but this can conflict with others because of financial constraints or lack of capacity. It such as the number of employees or management is therefore important that they clarify what they can style (which is typically entrepreneurial or person- do, either independently or in partnerships, and pass alised). The main criteria which do not conflict tend on requests for support which may be met by other to be economic, i.e. linking small firms with a rela- agencies. The perception of some managers in SMEs tively small share in their respective marketplace, is that too many agencies are competing to provide and statistical, i.e. fewer than 200 employees. the same kind of support, with funding from public sources which would be better spent on direct Other important factors may include: financial support for themselves! annual turnover the level of role specificity and differentiation within the firm SME PERCEPTIONS OF COLLEGES growth rate SMEs do not necessarily view colleges as a natural length of time established source of support services and training to improve the norm in the area or region their business performance. Many are unaware of level of reserves the range and scope of programmes available at col- supply chain issues leges and the considerably enhanced responsiveness whether the business is owner-managed or and flexibility that further education now offers. It a subsidiary of a larger firm. iscrucialthatthe promotional and marketing All these will affect the predisposition and capacity strategies used by colleges focus on selling the bene- of the firm to participate in training and devel- fits of training and other services, and their potential opment. There is frequent mention in research of the contribution to increased performance levels and influence of supplier chains on the take-up of competitiveness. training, butlittlehard evidence. As Geraldine During the project, several colleges found that the Kenney-Wallace notes in her foreword, the impor- volume of work brought in was relatively small com- tance of the SME supplier chain is recognised by pared to the number of firms targeted, and therefore major industries. However, the link between com- revised their action plans to provide a portfolio of pliance with rigorous standards of output and the services which was more attractive to firms. Colleges development of those working in SMEs needs to be also found it useful to maximise opportunities to reinforced. Companies such as BAe are clearly influ- ential in bringing this about, but more work isbring employers into the colleges for non-training purposes, such as hosting Business Club or Chamber

10 FE matters VO12No 9 of Commerce meetings. Once in the college, the training needs and the subsidised training they are range of services, equipment and training can beoffered may be somewhat tenuous, and employers demonstrated to employers. may become disillusioned. 'Soft loans' for training from banks, tax incentives or overt but flexible subsidies may therefore be more effective in promoting FUNDING FOR TRAINING SMEs' awareness of the importance of training and Funding for training continues to be a pressing of committing adequate resources to secure it. concern. Few SMEs have asignificant training A further crucial factor is that many SME owner- budget. Many have time management problems, and managers assume direct, day-to-day involvement in prioritising time for learning is relatively rare. The commissioning and overseeing training. Also, many dominant ethos in many companies concentrates on may profess positive attitudes to providing training 'fire fighting' and, in such circumstances, it is not opportunities, but the take-up may nevertheless be always possible to set aside time for the identifi-insignificant. The training function will in many cation of training needs or the delivery of training. cases fall behind other, seemingly more acute, man- Most are likely to be attracted by a package which agement needs, such as marketing, sales, production includes assistance with funding and, possibly, the and distribution. loan of software or hardware which will enable employees to consolidate learning in the workplace. The ADAPT programme (see panel below), which provides support for SME development, is proving successful in getting employers to consider their training and development needs. However, the risks of such support are that it reinforces a dependency culturein terms of subsidy for the costs of training and masks the real costs. It is unlikely that SMEs will take the resources needed for training into account in their business plans while such subsidies are available, without the accompanying requirement to develop a training plan. Furthermore, many sourcesof externalsupport requirethe involvement of a third party. This may interfere with the development of a sustained relationship between colleges and local firms. Support is also more than likely to be available for a pre-determined range of learning activities. The match between a company's

ADAPT is a Community Initiative funded through the European Social Fund (ESF), which supports innovative and transnational projects designed to:

accelerate the adaptation of the workforce to industrial change increase the competitiveness of industry, services and commerce prevent unemployment by developing the workforce anticipate and accelerate the development of new jobs and new activities, particularly labour-intensive ones. (This includes exploiting the potential of SMEs.)

In Great Britain ADAPT gives priority to projects targeting companies with fewer than 50 employees.

VO12 No 9 FE matters 11 3 et r prioritis f01rction It is important that colleges are fully aware of the As a result of this process, the project colleges pro- SME profile in their catchment area. One of the most duced action plans for the development of work with frequentcriticismsofeducationandtraining SMEs against a set of identified priorities. providers istheir tendency to make assumptions about what people want. As the needs of SMEs vary Critical issues identified by action plan: depending on theirsizeand disposition,itis important to identify the profile of SMEs in a par- O promoting Dearne Valley College's ticular area before deciding what support the college services and facilities, e.g. signwriting, may be able to provide. welding, joinery, administration services building relationships with TECs Colleges involved in the FEDA project undertook an teacher placement audit to find out more about the SMEs in their area developing relationships with local and considered the results of this against the college's capacity to deliver, either currently or after some business organisations, e.g. business clubs development. The research instrument used by the o develop personal approachvisits rather colleges is shown in Appendix 1. than mailshot or telephone selling The results of this investigation were often illumi- carry out skills audit of staff and enter nating, as shown in the Hertford Regional College on database example in Appendix 1. O staff development O monitoring of training effectiveness and The audit process enabled the colleges to determine progress through review sheets. their priorities for provision for SMEs in the short and longer term and to produce an action plan. Appendix 2 shows the planning pro forma used by colleges in the project.

Audit results

Dearne Valley College's audit revealed the extent of the SME sector in their local area.

The mapping exercise showed (using the latest figures available) that there are approximately 125 SMEs in the Dearne Valley (as defined by the Dearne Valley Partnership). However, this area has been designated an Enterprise Zone and new firms are setting up all the time. Current enterprises are mainly retail and service industries, and the potential workforce consists of a high proportion of long-term unemployed, many of whom were made redundant when the heavy industries (steel and coal) were closed. The Dearne Valley area has proved popular with overseas investors, particularly Germany and, more recently, three Japanese companies. Part-time workers, especially women, are the fastest growing section of the workforce, and many of them are underqualified, as many as one-third having no qualifications at all. Many SMEs have identified a need for IT training and for the development of the core (key) skill areas. A recent survey of SMEs in the Dearne Valley showed that 54% of employers did not feel that the skills of the workforce were an advantage or a disadvantage to them, and that only 33% had taken part in any training.

12 FE matters VO1 2No g Targeting industry Using existing contacts

At Kingsway College the industries targeted Bishop Auckland College worked very closely with for training have been identified as being a range of partners, building on existing contacts. Internet aware and Internet users. However, They set up a steering group consisting of the they do not have hardware or software facil- Project Team and appropriate representatives ities, nor do they have trained or competent from County Durham TEC, Business Links and Internet personnel. We believe these indus- Wear Valley District Council. This was to ensure tries are keen to ' buy' this service from us that the views and activities of these organisa- rather than us having to 'sell' to them. As a tions were taken into account and that the rel- consequence, the task of marketing to them evant specific expertise of the representatives is much easier. informed the project. Bishop Auckland College decided to concentrate It was considered that the project could be best on a few firms they, and their partners, decided informed by professionals from outside the were at an optimum stage of development to be college who work with SMEs in other capacities interested in training. In the main, these were firms and with a consequent understanding of their with owner/managers and up to io employees. attitudes, problems and needs. All those invited to join the steering group had previously worked with one or more team members. WORKING IN PARTNERSHIP The range of training needs of SMEs within a college Working in partnership can alsoresult in amore catchment area is likely to be too great for a college coherent service. Providers of support may otherwise alone to meet. There needs to be a balance between appear to be in competition with each other a what is required and what colleges can provide. further example, as some SMEs perceiveit,of There are other players who can also support SMEs funding wasted on intermediaries, rather than on often in ways that are difficult for collegesand it is important not to duplicate the efforts of other direct support for them. legitimate players. Avoiding overload

Working with TECs Most companies reported that they were inundated with information from organisations selling con- Matthew Boulton College chose to work with sultancy and training services. They were often Birmingham TEC. The major advantage was that confused or reluctant to respond, given the any company (provided it was based in Birmingham) plethora of mailshots and circulars. The partnership which identified training as a need would be able to of Matthew Boulton College with Birmingham benefit from a subsidy of 50% of the training costs. TEC ensured some degree of co-ordination and It was felt that this would be a major incentive to coherence. anyone concerned about the likely costs.

Working with private sector organisations

Kingsway College worked with private sector organisations as partners in an ADAPT project (see page 12). This proved to be most effective.

Progress has been greatly assisted by the cre- ation of the innovative ADAPT Internet Training Café. This and the high quality of the training materials and training delivery provided by Hyena.co.ukthe Kingsway College private sector partnerhave ensured good feedback to date from the initial beneficiary. la

VO12 No g FE matters 13 CHANGING PRIORITIES Joint bids for funding Even the best-laid plans may need to change. Bishop Auckland College is currently working in partnership with other providers and organisations. The project colleges found this systematic and tar- It has attracted funding for investment in and geted approach, based on the audit results, very development of its IT resources and curriculum effective. It enabled staff to take a more strategic Internet Access Points, setting up a video-confer- approach and to feel more in control of a potentially encing facility, development of a software-based unpredictable set of demands. However, the audit is learning package, and establishment of a not a once-and-for-all procedure. Needs will change, Services to Business suite comprising a often quite quickly, and priorities must be re-assessed Management Development Centre and an regularly to ensure they are still appropriate. Innovation Centre with a range of computing technology-based facilities. Changing priorities It is hoped that these developments will facilitate Grantham College's original plan, based on an the provision of a wider range of services to our assessment of SMEs in the Lincolnshire area, was clients, specifically including SMEs. to focus on the retail industry. At the start of the project a member of Grantham College staff developed a programme entitled Basic Retail Partnership arrangements can also result in shared Skills aimed at retail employees and designed as resources or joint bids for funding, which may be a basis for NVQ Levels i and 2 in Retail. inaccessible independently. This programme, however, needed to be accredited by EMFEC (the East Midlands Further Education Council) before it could be offered to clients, a process which took a considerable amount of time. Accreditation was granted in December 1996 but the relevant member of staff left Grantham College at the beginning of January 1997, and so the marketing of the programme did not continue as effectively.

After looking at other areas a number of projects currently linking SMEs to Grantham College were identified.

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/4 FE matters VO1 2No 9 4Promotion and marketing

Informing SMEs about the training and support on offer is clearly an important prerequisite to its take- Direct contact up. There are many effective ways of promoting the Bishop Auckland noted that questionnaire take-up of learning in SMEs and, generally speaking, more than one method will be required. Most responses and discussions during the initial visit indicated in every case that the company did not effective marketing strategies emphasise the benefits consider mail shots effective. They preferred the to the business, rather than exhorting employers to initial telephone call, and 'on spec' personal calls train for its own sake. to appointments made in advance.

Focusing on flexibility St Austell College also reported that a range of strategies is required with an emphasis on I envisage the promotion and marketing personal contact: programme will be developed during The marketing activity is driven by the August ready to be launched in early programme being offered and we attempt to September. We will focus on the benefits approach potential customers through a organisations will gain by introducing variety of methods. All methods have proven effective training.We recognise that the successful. However, the most successful, is retail sector is a very busy environment with the direct contact between employer and small profit margins and very little spare the College. time for formal training. Therefore, we will underline the flexibility of our training programmes and arrange for sessions to be While such relationship-building clearly produces short and focused.(Grantham College). long-term results, the pressure on staff time makes it very resource intensive. The college contact becomes an adviser and problem-solver. However, once the relationship is established, it is possible to use other Distance learning via the Internet methods, such as a postal questionnaire, more effec- At Bishop Auckland College, determining tivelyespecially when they are supplemented by a priorities proved to be very useful in focusing quick telephone call. As Bishop Auckland College the marketing strategy. found, this often produces very useful information (see page 16). The main priority identified in the Action Plan was to target 5-6 SMEs in the rural part of the College's TTL (Travel to Learn) area in order to determine the potential for delivering learning programmes via learning packages available on CD-ROM or via the Internet. It was agreed to approach SMEs which appeared to be on the threshold of expansion and for whom this type of learning might, therefore, be particularly appropriate.

There is little doubt that direct personal contact is the most effective method to promote the take-up of training by SMEs. It is also the method they prefer.

VO1 2No 9 FE matters 15 Questionnaire-based information

Bishop Auckland College's analysis of the questionnaire responses from employers indicated that the following elements are critical to successful dealing with SMEs:

O availability of computers and of appropriate software to meet the perceived training need O flexibility of delivery in terms of location and duration of sessions O costsnone of the participating companies has a training budget, and although they preferred customised training to that leading to a qualification, lack of funding is a problem O problems of time management and prioritisation to facilitate arrangements for time set aside for learning O level of IT developmentonly one of the companies is on the Internet O cautionall indicated that they would find it very difficult to evaluate the effectiveness of any training in terms of direct benefit to their business.

Such information enables providers to tailor support Undaunted, the college sent an information pack to particular needs. SMEs may also have theircontaining details of the Skills Investment pro- awareness of the need for training enhanced by beinggramme to all those who had either apologised for asked for such information. However, even the best not coming or who had said they were coming and prepared strategies often appear to produce modestdid not. These were followed up with phone calls to results, as Matthew Boulton College discovered. check that the information had been received. Similarly, at Dearne Valley College Open Evenings Disappointing results organised for the TECs were successful but an Open Evening for employers was poorly attended. Matthew Boulton College sent out a mailshot to 580Birmingham-based print and graphic arts companies employing fewer than250staff. The Poor attendance mailshot invited companies to attend a launch to The aim of Dearne Valley College's Open Evening highlight the link between investment in training was to promote a Modern Apprentice Mentoring and increased competitiveness. Programme available free to local companies. It Companies were also invited to take advantage of was marketed through the RCCTE mailshot(250) a5o%subsidy towards the cost of any training to companies which are involved with the Modern undertaken. This subsidy was made available Apprenticeship programme and other SMEs with through Birmingham TEC's allocation of European a workforce of50plus. Personal follow-up tele- Social Fund Objective2funding to develop and phone calls were made to companies with which increase skill levels within Birmingham-based SMEs. Dearne Valley College was involved(20)and this resulted in one more attendance and seven Two weeks after the mailshot, all the companies requests for further details. The response from were telephoned by College Admission Unit staff. these strategies was: By the date of the launch event, only15companies had confirmed their attendance. Seventy-eight acceptance 9 companies sent apologies and said they would be o apologies2 interested in receiving further information. Twenty- actual attendance 5all companies seven invitations were returned with 'address which already had close working unknown'. The remaining companies either did not relations with the college. return their call or stated that they were not inter- Obviously this response was extremely disappointing ested. All responses were logged. although there was very favourable take-up from Unfortunately only three employers turned up for the companies that did attend. the event, one of them over45minutes late.

16 FE matters Vol2No 9 REVIEWING APPROACHES TO Information gathering MARKETING For Matthew Boulton College, one of the most Since the disappointing events on the previous page, valuable aspects of gathering information has been many of the colleges involved in the project have establishing a point of contact with each company. reviewed their marketing and promotion strategies. One problem with mailshots is that they do not always `hit' the right person. This was further endorsed by The key to future success may lie in the identification the many telephone calls in which respondents of a named contact, who is readily available and able claimed not to have seen the original mailing. to talk sensibly to companies. Other improvements include a new design for the One of the major findings to emerge from the follow- promotion of short courses and full-cost recovery up telephone calls was that many of the company activity. The format has been based on the need representatives spoken to had not seen or heard of to produce short runs of publicity for bespoke the invitation to the launch event. If nothing else, the training programmes at very short notice. The project has at least established a named contact in college has also improved the layout of its twice- each company for future reference. yearly magazine, Business Line, distributed to all employers on the college's database. Reviewing advertising

Grantham College's past experience has shown that advertising courses in local papers has not CHANGING PERCEPTIONS produced the desired level of response and this Many SMEs do not automatically think of their local has resulted in a re-think of marketing and pro- college when considering their training concerns. As motional strategy. Reading College observes (see below), this may call for a wide range of measures.

Reading College's parallel strategies

Following the SME profiling, we set out, as a priority, to change the sector's perception of our competence to deliver business solutions. This was achieved through two parallel strategies: one to promote the Technology Centre as a 'business-focused centre', and the other to use peer group marketing.

To demonstrate our expertise in the design and delivery of business improvement programmes, we devised an `anywhere, any time' training programme. Implementation of the two parallel strategies demanded:

positioning the Technology Centre within the business supply chain using educational technology developing a close SMETechnology Centre relationship

The following activities were identified as the vehicle for implementing the strategies:

A technology consortium was formed to sustain industry's interest in the college as a whole; seven employers joined. It was publicised as a demonstration of the Technology Centre's intention to align its resources and operations to the benefit of SMEs. Using a technology-audit: fax-backs demonstrated a customer-driven operation. A technology audit form was designed and posted to 130 local SMEs of which 65 responded. A summary of the audit was then sent to all 65. Technology Brief, a Filofax-cut information sheet was published on various aspects of applied technology suitable for the SME sector. It not only re-emphasised the technical and business knowledge available in the college but also partially redefined our 'FE' image. It resulted in an increase in the technological level of the queries received by the Technology Centre. Establishing local technology and business 'clubs'. Plans are in progress for an SME-focused Business Club, Automation Club and Quality Club. The main challenge is the varied interests and dynamics of the SMEs. Maintaining the interest of enough SMEs to make the clubs financially viable has proved a major task. Demonstrating the advantages of the membership of the Technology Consortium was achieved by obtaining training funds for the employees' development programme of one of the consortium members.

VO12 No g FE matters 19 17 Matthew Boulton College similarly found that firms SMEs may themselves be confused by changing assumed that FE colleges were inflexible: demands, and welcome advice and guidance from people they view as speaking authoritatively on key Most companies welcomed the follow-up phone issuesintheirsector.Information days, where call, and many were surprised at the range of ser- external speakers are also involved, can be valuable vices on offer.College promotion has tradi- marketing activities. tionally focused on selling courses rather than the benefits of training and other services. The Information as marketing companies contacted were in the main unaware that training was delivered in any other way but A recent information day for representatives from day-release and evening provision. engineering companies provided an opportunity to promote Grantham College's services to Raising the profile of the college and its capacity to industry. An EMTA representative outlined new provide support may require ingenuity. Kingsway NVQ programmes and assessment requirements. College aimed to develop potential partnerships Delegates were given the opportunity to look between the college and local companies. around the college engineering department and received invitations to join the Engineering Advisers Committee which provides companies Potential partnerships with a forum for discussing engineering training 'Towards Historic Clerkenwell Association' had opportunities and associated developments. As a developed by January1996 to constitute a network result of the recession, membership of this com- of 90 companies based in the creative/media and mittee had dwindled to only one or two represen- cultural sectors in the London ECi locality of tatives from the industry. Following Grantham Clerkenwell. College's initiative, five more companies have been recruited. Their input will enable the college The success of a subsequent ADAPT project ASTRA- to tailor training programmes to suit individual N ET in reaching its target audience was due to: company requirements. The college is currently the pre-existence and use of this marketing a number of short courses such as CAD association, which was already familiar Appreciation, CNC and IEE Wiring Regulations as with Kingsway College and proved very well as NVQ programmes. receptive to the promotional activity of ASTRAN ET the co-operation and support of the At Dearne Valley College, the new college building Finsbury Business Centre, which represents was itself a draw to the public generally, and later nearly 70 companies, many of which were provided a useful venue for meetings of small encouraged to take up the opportunity of business clubs, attended by college representatives. the Internet training course once the director (a steering board member) had Facilities and venues become convinced of its value. The opening of the new Dearne Valley College in September 1996 provided an excellent oppor- CHANGING NEEDS tunity to promote the facilities now available. Open days were advertised in the local press and Changes to the employment base within sectors the Industrial Liaison Co-ordinator and the indi- require different strategies. vidual sections' Industrial Liaison Representatives contacted local companies in by Until recently, Grantham College has been telephone and by mailshots, followed by visits as unable to target engineering companies effec- appropriate. Launches were organised to promote tively although this sector has SMEs with a specific vocational areas. variety of training needs. The college has now recruited an engineer who has made contact with some engineering training managers and has begunidentifyingsuitabletraining programmes. 20

is FE matters VO12 No9 TELESALES TECHNIQUES Drop-in facilities Many of the colleges in the project used telesalesHalton College also capitalised on their drop-in techniques to make initial contact. However, without facility, with appropriate preparation of staff and professional training, this may not produce the materials to ensure that the needs of people employed expected results. Halton College found that employ- by SMEs were reflected in the provision on display. ing specialists was most effective. Dearne Valley College used existing contacts with A professional telemarketing company was employer groups to market to the college's capacity employed on an occasional basis to market the to deliver training. centre facilities and services to SMEs. This was successful in leading to appointments for centre Drop-in facilities staff to visit companies, which provided the opportunity to outline some of the changes that Within Halton College, groups of SME employees have taken place since incorporation. were identified and lecturers asked to introduce project work using the software available in the Twelve days of telesales activity resulted in con- centre. Employees were then encouraged to use tacts with over 600 companies. Of those, 150 the drop-in facility to undertake and complete made appointments for centre staff to visit and projects. This in turn raised awareness of the a further 28 requested information. software and applications in the centre. This is not to say that staff with specialist subject Awareness-raising with current students employed knowledge should not be involved in promotion and by SMEs was also considered important for suc- marketing, but that their expertise may be more cessful delivery of the project. Awareness sessions useful at a later stage. were planned where specific groups such as per- During visits to SMEs following the telesales sonnel officers and trade union representatives, contact, staff at Halton College were able to were introduced to the new technologies and range explain the changes that have taken place at the of software available in the centre. This formed part college since incorporation: longer opening of a pump-priming exercise in marketing the centre. hours, drop-in facilities, flexible delivery patterns and a more customer-orientated culture.

Links with employer groups Dearne Valley College had originally considered setting up a group to disseminate the college's potential for training. However, it was decided that the wide variety of groups already in operation would serve this purpose. These groups included:

The Dearne Valley Small Business Cluba very pro-active business club meeting monthly. The college is now a member, and a representative from the Industrial Liaison Team attends each monthly meeting. The college has helped to obtain funding for focus groups to look at security, IT, marketing, and education and training. A member of the college staff has joined each of these groupswhich include representatives from the TECs and from local businesses. The focus group will make recommendations to the club on key issues and actions to be taken by the club. The college also hosted one of the meetings at the new site, which gave members the opportunity to meet staff and to look around the facilities. Rawmarsh Business GroupRawmarsh is a small suburb of Rotherham with two small shopping centres and an industrial trading estate. The Local Authority Community Action Group is encouraging the development of the Business Group, and it is hoped that attendance at their meetings will help to promote the college and offer assistance in the development of training plans. Dearne Valley Training Managers Association is attended by representatives from local training providers, members of the Dearne Valley Partnership, Careers Service and the local TECs. They discuss local issues concerning the training and development of people in the Dearne Valley, from pupils in school to business development. Outside speakers are invited to meetings and make presentations on specific matters which may have been piloted in other areas of the country.

VO1 2No 9 FE matters21 19 USING COLLEGE SERVICES Calling on the general marketing function of the college may be a useful part of specific marketing for SMEs. As St Austell College discovered:

The college has recently appointed a new mar- ketingco-ordinator whowillbedriving forward a new marketing policy for the college. The emphasis will not just be on the promotion of our activities but will encompass research into student attitudes and local needs. The Management Centrewillcontinuetoco- ordinate employer research.

This move to secure the involvement of college mainstream services is also reflected in Matthew Boulton College's plans.

Marketing to employers

The FEDA project has helped Matthew Boulton College's Admissions Unit to take a more pro- active role in the direct marketing of college programmes and services to employers. Before this project, the unit had mainly been occupied with enquiries, processing applications and enrolments.

The Admissions Unit now also records all forms of employer liaison activity and updates the college's employer database accordingly. An Employer Liaison Committee has been established to co-ordinate employer liaison activities across all areas of the college. As well as promoting college programmes, the committee receives monthly reports on the levels and nature of liaison activity, including full-cost recovery income.

20 FE matters VO1 2No 9 5 Designing and delivering learning programmes

Deliveringappropriatelearning programmes to A diverse range of software is used. Few small SMEs is not easy. With diverse needs and few oppor- companies have a computer they can dedicate tunities for economies of scale, the work is often totally to the learning process. expensive and time-consuming. That said, many of Few small companies have a suitable learning area the colleges rose to the challenge and developed pro- and even fewer have a training budget. grammes which proved to be very valuable, despite a variety of problems: The wide variety of roles carried out by a small The lead-in time in the development of pro- number of employees precludes buying in training forgroups and makes training(customised, grammes is greater than originally anticipated. ideally), extremely expensive. Most of this work will be going on during the next fewmonthsleadingtoprogrammesbeing Distance from college for SMEs in rural areas is delivered in the next academic year. (St Austell inconvenient. College) Time for the identification of training needs, and Our experience suggests that short programmes provision of training, is not set aside, due to the delivering practical training which help employees dominant business ethic of 'firefighting'. (Bishop to work more efficiently are considered more Auckland College) useful by employers than long-term courses which Patterns in participation generally in FE are changing lead to national qualifications. (Halton College) as St Austell College discovered (see below).

Changing patterns of participation , Research by Devon & Cornwall TEC 1993-5, in Opportunities for Growth, has shown a declining demand for the traditional FE day-release programmes and an increase in open and distance learning.

Method of learning % of employers

1993 1994 1995

Day release 83 58 54

Block release 29 27 20

Evening course 25 28 27

Weekend course 19 19 12

Open learning 21 25 35

Flexible learning 18 26

Distance learning 20 23 26

2 3 VO1 2No 9 FE matters 21 Being aware of these issues, the colleges took a range of actions to help enable SMEs to participate in training. Flexible learning materials In order to keep the delivery costs to a minimum Short course prospectus Halton College planned the following courses around bought-in flexible learning materials: Grantham College is about to launch a short course prospectus covering a range of subjects, from G software evaluation: a comparison of the management development to health and safety, features of Lotus Smart Suite and as well as a range of courses aimed at the care Microsoft Office Professional sector, engineering and manufacturing companies. e introduction to the Windows Operating Environment These courses should prove attractive to SMEs, G an introduction to Windows and Word 6 as they allow for individual participation. This Windows and Word 6 (Further Features) keeps the costs down and enables participants to oInternet for Business exchange views and ideas with representatives Internet/Videoconferencing Workshops from other organisations. introduction to Windows 3.1 ntroduction to Windows 3.11 and AmiPro seminar on Advanced Business DIVERSITY OF SOFTWARE AND Communications TRAINING NEEDS o NVQ Level 2Install IT Products low cost Microsoft and Lotus applications The range of software used by SMEs, and the often computer technical training for SMEs low level of competence in using it, pose difficulties.

Meeting diverse needs FLEXIBLE SOLUTIONS Halton College observed that providing training Releasing staff from SMEs for training is a major for SMEs is challenging because of the diversity concern for many firms. A range of flexible solu- of training required. A wide range of software tions, based on short modular provision, is required. packages are in use in SMEs. These are not necessarily the more widely used packages and Short course delivery consequently college staff may not be able to support training on these products. Among the companies that enquired about what Halton College can offer SMEs there is still a clear preference for short-course delivery. Half- Colleges need to develop new learning materials or day, one-day and two-day courses with possible adapt existing packages to meet these diverse needs follow-up using the same delivery pattern are effectively (see Halton College's selection of flexible requested. learning materials in the next column). Some companies have opted to use the drop-in facility on an hourly rate. Employees from these are accessing the centre for training in Windows 3.11 Operating System and AmiPro Word Processing; others receiving CAD training. This is on the basis of self-learning, using open learning materials and support from learning support assistants or lecturing staff, depending on the specific training requirements.

Whatever the flexible approach, the importance of tutor support, either in person or via telematic links remains. This personal contactvalued in the marketing process is equally essential during delivery of training.

24 22 FE matters Vol2 No 9 However, even with a level of flexibility, more pressing LOCAL CENTRES concerns may over-ride the commitment to training, as Reading College observes on the next page. Therearecurrently many initiativesaimedat increasing the use of IT by SMEs. Here again, a partnership approach particularly when linked to Displacing priorities funding streamsmay prove to be most effective, as Reading College found that out of seven con- Grantham College notes. sortium members, four agreed to consider a training proposal to The Royal Academy of Using local centres Engineering. On the completion of training needs analysis, three of the SMEs re-allocated the Grantham College's biggest successes have been training budget to other more pressing projects. in IT: a number of their current projects are managed in co-operation with other colleges and organisations. Or, even more difficult to cope with, SMEs may pull One such venture is the Sleaford Pride Project out of an arrangement for training at the last minute. which has now been running for 12 months. Aimed at supporting people and organisations On several occasions training sessions at either living or based in the Sleaford area, it is Grantham College have been cancelled by designed to improve the competitiveness of companies at the last minute because of more industry and commerce. Particular focus is placed pressing commitments. This leads to a lack of on providing training in IT, Customer Service, continuity in the programme and frustration for Skills for Small Businesses, New Opportunities both trainer and employee. for Women, and Childcare. This has led to new businesses starting up in the Sleaford area as well as providing training for employees in local IT-BASED SOLUTIONS nurseries and play groups, a volunteer bureau and a firm of solicitors. It has also raised the In the medium-to-longer term, IT-based solutions, profile of Grantham College in the Sleaford area which enable learning to take place from the work- and there are plans to expand the range of place or the home, may offer a further viable programmes on offer from the training rooms at alternative. the Sleaford Foyer. The college is also involved in a Flexitech Project Using remote learning to promote videoconferencing to SMEs in its area. This TEC-funded project is being undertaken Halton College has observed that release of jointly by Grantham College, North Lincolnshire employees for training is proving difficult for College and Boston College. To encourage com- some SMEs. The current training model relies panies to join the scheme, each college can offer heavily on the release of employees, in working free installation to seven organisations, saving hours, to attend courses. The introduction of new Ez000 per company. technologies which allow remote access to the facilities of the college is something that must be addressed. The use of the Internet and videocon- Initiatives which provide telematic centres are clearly of ferencing facilities to allow employees to access great interest, particularly when located in remote areas. training and education courses from the workplace and from their homes must be explored and developed by the college for the future.

2 5 VO12 No9 FEmatters 23 Interactive remote learning FINDING A NICHE

St Austell College is exploring interactive remote St Austell College, like many other colleges, discovered aniche training requirement linked to learning using videoconferencing. It is now inves- changes in working practice and legislation, and tigating use of the Internet as a learning medium and taking part in a Regional Challenge-funded associated with supply chain relationships. project called RATIO. This aims to establish 40 telematic centres in the more remote areas of Specialist qualifications Devon and Cornwall to provide learning opportu- St Austell College has developed programmes nities to people who traditionally have found it leading to the NVQ in Waste Management for difficult to travel to their local college. The local companies. Establishing this required the centres are equipped with videoconferencing, following: Internet and satellite, and serviced through a federation of local FE and HE establishments. It is 9Preliminary discussions: The original very early days and therefore no conclusions can contact came through South West be drawn as to their effectiveness. Water's Training Officer. We spent several hours with him investigating the The college has also been involved in a similar opportunities and requirements of the project providing training through earth-based qualification. communications and multimedia to Bude, a town Q Programme planning: We developed a on the North Cornwall coast some 40 miles from team of consultant, trainers and the nearest college. The new technologies are assessors who have driven the well accepted by the students, but research is programme forward to its current state of still being carried out to establish the long-term being 'delivery ready'. effects of such training. G Centre approval from City & Guilds and WAMITAB (Waste Management Industry However, even if the technology for remote access Training & Advisory Board) proved to be and flexible learning is available, people unused to a lengthier process than for other working in this way will require support to develop qualifications because everything is still in development. new learning skills. Equally, college staff may need to develop learning packages and new techniques to Staff development: The college's policy is to invest in the training of its staff and maximise the benefits of telematic modes of learning. Ways of supporting the learner, when direct contact address any training development issue. with tutors or peers is minimal, need to be developed Because we use industrial experts we across the whole FE sector. have provided 'training the trainer' courses for them. Further needs are certain to be identified and resolved. Delivery of training: The training team have delivered the first programme. The complexity of the content requires block delivery with on-site assessment. Review and evaluation: We have a continual review and evaluation process for all our programmes based around regular team meetings.

Forty candidates took part in the pilot. There has been continual review of the training and assessment and we can now offer this outside South West Water.

24 FE matters VO1 2No 9 The development costs of such a programme are significant, and the returns may not be evident in the European project funding short term. However, where pump-priming funding Funding is a critical issue for most companies is available, such concerns can be minimised. contacted. Success in promoting education and training is more likely if employers are offered a Development funding package including assistance with funding. Dearne Valley College has recently been suc- We had a distinct advantage in the prepa- cessful in obtaining ERDF (European Regional ration of this course as we were able to Development Fund) project funding which will obtain development funding from South enable it to offer 18 hours of IT training to local West Water. This has been taken into SMEs. This will be enhanced by the loan of a account in the charges for the actual computer and appropriate software for several training but it did enable us to develop the months so that they can continue to consolidate course properly. their learning in the workplace. Future plans This is normally a severe problem for FE include Internet links with industry so that much establishments due to lack of resources, of the learning and contact with the college can both people and financial, and is a con- be carried out on-line. tributing factor in the lack of development of longer-term learning programmes. (St Austell College) Take-up of technology-based provision may take time to develop but, when carefully targeted, is often successful. SMEs would also benefit from an easy guide to what support is available in the area and FUNDING FOR TRAINING what colleges may be able to provide. Bishop Funding for training remains an unresolved issue.Auckland College held a short and very successful Many SMEs have little or no resources for trainingcourse on cyber skills and a short guide on tech- and it may be equally important to promote an nology projects in the North East has been produced. investment culture,i.e.a training budget as an Taking part in the FEDA project also proved to be essential part of a business plan. In the short term, beneficial in terms of future bids for funding. however, SMEs may need their awareness of the benefits of training raised to the 'bottom line'first. Colleges canassistby informing SMEs about Delivering technology to funding sources including FEFC which may be manufacturing companies appropriate without being company specific. Bishop Auckland College reports that 'experi- Although this would carry the added advantage of ences' and `recommendations' from this project qualifications for staff, many firms are very anti- were used in a successful bid to the Further NVQ, or need only parts of it and the absence of a Education Competitiveness Fund. The initiative, unitised funding regime makes that less attractive in Engineering 2000, will develop a Mobile economic terms. Equally, many firms fear that their Technology Unit, Mobile Video Conferencing Unit, staff will be poached after being trainedparticu- and a Multimedia Unit. These will be used to larly if it leads to a qualification. The absence of a deliver technology course to manufacturing com- training levy, or some other lever to stimulate panies, with a high degree of input from com- demand, is also unhelpful. panies. Many, if not all, of the recommendations in the report will be implemented to ensure the Nevertheless, colleges are attempting to provide success of Engineering 2000. support within SMEs' budgets.

More detailed case studies of successful provision for particular clients are attached as Appendix 3.

27 VO12 No 9 FE matters 25 6 Management issues

Meeting the diverse needs of SMEs is not easy. For Increased efficiency and downsizing in colleges have good reasons, colleges function most efficiently left very little slack in the system to meet unpredicted when providing regular and systematic learning to requests for training. It is hardly surprising that staff significant groupings of people. Such arrangements concentrate, in the main, on their regular timetabled maximise economies of scale and enable adminis- classes. However, this situation needs to be acknowl- tration and preparation costs to be rationalised. Theedged and managed, either by having on call a band difficulty which all colleges now faceis how to of trusted part-time staff who can operate on a just- respond to the small-scale episodic involvement in in-time basis, or by freeing up the curriculum of learning which typifies a lifelong learning culture. regular provision so that staff can set independent The issue of providing learning for SMEs brings this learning activities for students and thus secure time to the fore, but it is a symptom of a wider imperative for short periods to work with SMEs. The benefits to to develop flexible responses to individual needs. mainstream provision, in terms of greater relevance to the world of work, awareness of a business If resources were unlimited, total flexibility could culture, and more up-to-date teaching materials, doubtless be achieved. However, such resources are need to be emphasised. beyond the public purse, and individuals and SMEs are unlikely, or unwilling, to be able to pay the true Initially, this flexible approach needs to be developed cost of fully customised provision. Nevertheless, the in curriculum areas which are more willing, or able, challenge presented by the demands of provision for to take part. SMEs may help colleges to develop their flexibility within achievable limits. Flexible practke

Some sections of Dearne Valley College do STAFF PERCEPTIONS operate in an extremely flexible manner and are One of the main difficulties encountered by project able to accommodate trainees in whichever mode colleges was the attitude of mainstream teaching of attendance suits them. Problems occur where sections provide traditional college-based staff. They were not entirely negative, but they per- training in classes of 12-20 students on a regular ceived the work as less important than those charged with securing it. attendance basis. However, meetings are held to discuss any problems and new working practices Obtaining consistency in staff involvement proved to developed or current ones amended. be difficult.

Staff liaison D EVE LOP I NG SKILLS At Dearne Valley College management and co- The skills staff require to operate in this way may be ordination of this work was undertaken through different from those practised in day-to-day delivery. Industrial Liaison Team meetings, attended by Colleges should ensure that key staff are updated representatives from each section. However, sec- systematically. Developing good relationships with tions tended to send a different representative to employers may increase the opportunities to try out each meeting. It was emphasised that to ensure new techniques and equipment, which will inform consistency and optimise progress, a named mainstream provision as well as company-specific person should attend all meetings. work. Halton College took matching staff skills to the requirements of company-specific work very seri- ously and suggested that securing a pool of trainers was worth considering.

2 8

26 FE matters 031 2No 9 Separate provision Working with SMEs Halton College concluded that the training Bishop Auckland College noted the following requirements of SMEs can be very demanding, spin offs: particularly when dealing with practitioners in a One company updated its computer system specific application. Teaching staff now have following advice given on the first visit. many different roles and responsibilities, so do Training and advice on Windows '95 and not always have the time to learn the full range of Internet, demonstration of hydraulic/ facilities available with modern applications and pneumatic software, advice on AutoCAD software packages. The expertise and flexibility have been provided for SMEs. of training demanded by companies require sep- An SME employee joined a mainstream arate provision from mainstream and a wide college course. range of professionalsnot exclusively lecturers A company owner has joined the college or teaching staff. It is important to match job Business Centre Steering Group. skills to staff skills, which suggests that a pool of Computerised forms have been part-time trainers with specific skills would be developed for college-wide use. more suitable for this kind of work. This option is A Web page has been developed, providing now under consideration. information on college services, etc. Development of tourism literature has taken place. INTEGRATED VERSUS DISCRETE Links have been made with other companies. College-business partnerships have been APPROACHES enhanced. Many colleges have set up independent provision (discrete business units) to meet company-specific needs, but they do sometimes find that this limits Reciprocity of staff expertise and information is a their potential provision and also requires parallelvital component of whole-college approaches to systems, such as marketing, enrolment, quality flexible provision. St Austell College used a staff assurance, etc. It presents less of a challenge to the awareness-raising exercise to bring mainstream staff institution, but may also reduce the general increase into contact with SMEs (see page 28). in flexibility required by all learners and the return Important issues, such as speed of response and a on the investment to the main college programme. 'professional' air, may be more difficult to achieve As Bishop Auckland College notes, there are many withinanintegratedapproach,buttheyare spin-offs to working with SMEs, not all of which are becoming equally important in regular provision. directly related to customised provision. Efforts to improve the quality of service for SMEs In the most successful colleges, the 'front end' or will benefit the whole college. threshold-services interface with clientsisalready geared towards individual clients' needs. A good alter- First impressions native is to operate a specialist sales and services section for business customers. This has the advantages Kingsway College found that small companies are of creating positive first impressions of the college and quick to judge the quality of experience and pre- highlighting the emphasis placed on individual needs sentation of the training facility; staff appearance while using the resources of the whole college for and general demeanour both contribute to first deliveryusually the most expensive cost of all. impressions. The value of professional trainers is that this is fully accepted and complied with. The Many business units within colleges are able to problem then is to spread good practice to more operate at a net profit. However, the emphasis on traditional, mainstream areas of practice, not just maximising return on the investment may make the to rely on outside experts. SME market particularly at the small end of medium-sizedtoo difficult to be sufficiently profi- table. Furthermore, staffing business units with a Incentives to individual sectionsfor taking part in sufficiently broad base of trainers to meet a wide this work need to be considered. range of needs is very expensiveparticularly if this duplicates an under-used resource in mainstream provision. 2 9 Vol2 No 9 FE matters 27 Responding to requests for training

The St Austell College Management Centre was set up initially to meet the needs of local industry and commerce. The college was having difficulty responding promptly to requests for training and had limited staff resources to develop new programmes. It has since built a solid reputation for being able to meet most requests for training from local businesses. To achieve the correct skills mix, the Management Centre has built up its trainer base of experienced, qualified practitioners and currently has over 120 consultants on its books. It was because of this expertise that the Management Centre was asked to assist the college with their research activities.

Information obtainedthe research covered the following areas:

Occupational Area Target Achieved

Electro-mechanical engineering io o

Electronics/information technology io 28

Training for travel agents 20 2

Hospitality and catering 30 30

Foreign language training for business io 40

NVQ playwork 20 10

Professional training for classroom assistants 25 12

East Cornwall and South Devon businesses 50 50

Totals 175 172 These visits were carried out by approximately 12 staff from college mainstream, and the information gathered was fairly comprehensive.

Better relationships: The visiting staff have done their work well and enhanced the image of the college with local employers. The information gathered has not always resulted in opportunities for newprogramme development but has often indicated a lack of interest in areas we had thought were wanted. Two examples of this have been the apparent lack of commitment to the HNCEarly Childhood Years research carried out by the HE department, and the NVQ Playwork research.

Changes in practice: The heads of faculties decided that visits should now be one of the core activities of the department, as workloads permit. The Management Centre will continue to monitor them and ensure that the importance of the process is cascaded to all staff, especially in the faculties that did not participate.

problems are found. This may ensure that a whole Incentives through targets for income college approach is employedproblems shared and solved togetherregardless of management structures. It has been suggested to management that incentives should be offered to sections through targets How individual colleges organise this function to for income, and that benefits from a pro-active maximise efficiency and responsiveness will clearly approach to industrial liaison are fed directly into depend on the size of the organisation, the make-up sections rather than college central budget. of its mainstream provision, the complexities of the local SME base and the nature of its competition. Whatever structures are put in place, the ultimate LEADERSHIP FROM MANAGERS aim of the provision needs to be understood and agreed by all college staff. Given that provision of this sort is not generally very lucrative, its relation to the college mission is of vital importance. Clear leadership from college managers and a commitment to engaging SMEs in learning are required to ensure that solutions to management 3 0

28 FEmatters VO12 No 9 7Conclusions and issues

WHY BOTHER? READINESS FOR TRAINING Given the competing pressures on FE, and the diffi- Gauging the optimum time for a firm to take part in culty of meeting the needs of SMEs and stimulating training or development can be more accurately their take-up of training, it would be understandableachieved when the college already has a relationship if colleges decided to leave the SME market to other with the local SMEs. The time invested in developing providers. Unlike more lucrative company-specificthis relationship will ultimately pay off. This will work, returns on investment are often limited and requirealistening approach, together with an thestaff/time implications areconsiderable. awareness of what is required to support the SME's However, such decisions would remove a very signif- business as well as what the college can offer. icant resource both for providing training and for developing a learning culture in SMEs. BELOW-THE-LINE MARKETING Colleges which persevere in their efforts to work with SMEs may benefit in the longer term from very As the project colleges discovered, initial approaches good relationships with their local businesses and from telesales staff are often very effective. The call enhanced standing in the community. They may also centre approach being used, for example, in the be seen by many SMEs as their preferred supplier,North East Ufl pilot, must be followed up with per- which could in turn lead to more business and more sonal contact and an individual approach to cus- learners. Partnerships and Accords with other pro- tomer care. Trained telesales staff may be brought in viders and agencies, such as Business Link, mayon a contracts basis as required, or the college's own enable support packages to be put together, capital- staff could be trained in the techniques. Whatever ising on each partner's strengths rather than on com- the method used, it is vital that the staff concerned petition. This could ensure that costs are kept within are aware of what the college can offer and have manageable limits for all concerned. identified key contacts for the next stage in the process. A quick advance from enquiry to personal contact is important. A WIDE RANGE OF SUPPORT Support is available for SME developmentranging ORGANISATIONAL ISSUES from advice on start-up and business plans to TEC subsidies of 50% for specified training. The colleges The nature of the college and the context in which it involved in the FEDA project were aware of these operates will dictate the way in which the service to and helped many SMEs to exploit them. However,SMEs is managed and implemented. The com- gaining access to these can often be bewildering: thementary from project colleges indicates the plethora support may not be quite what is required; advice onof issues to consider when developing this service. how it may be adapted may not be forthcoming; and However, these issues are not entirely specific to pro- returns are unlikely to be apparent in the short term. moting learning in SMEs. They are also related to a For some SMEs struggling with a cash-flow crisis, wider aim of securing a flexible response to indi- incentives to train are thus unlikely to be successful. vidual needs within a limited budget. The challenge of such mass customisation is to ensure that a personalised service can be provided from a stable main- streamprovision.Colleges which areseriously attempting to work with SMEs may find that this experience pays dividends in the movement towards inclusivity and widening participation.

VOI 2 No 9 FE matters 29 Appendices

APPENDIX 1: possible sources of funding for training AUDIT RESEARCH TOOL any recent or proposed legislation which will require training in any of these firms AND EXAMPLE any small business clubs/support groups for Audit research tool the SMEs in the area how the college currently markets to its SMEs The college research into their local SME profile how this could be improved investigated the following: the current methods the college uses to the general characteristics of SMEs in the deliver training to SMEs e.g. one day, college Travel to Learn area evening,weekend, block, open, flexible. sizes of firms and approximate numbers where this takes place e.g. in college, on site. in each category geographical location, distance from any concessions for payment of fees e.g. college sites business accounts; staggered payments; type of premises discounts, etc. sector and nature of business TECs' views on labour market needs for profile of employees (e.g. age, gender, SMEs and subsequent training requirements qualifications) recent possible changes in: nature of potential for collaborative ventures between business, processes, uses of technology etc. the college and TEC links to supplier chains the college's priorities for the provision of length of time in business training for SMEs: other over the next 12 months the kind of training they may require over the next 3 years (off the shelf or bespoke) specialist/general vocational Determining priorities high/low technology for individuals/groups Mapping exercise summary and identification regular/episodic of training needs high/low cost 1 The college's 'catchment' area spans three basic literacy TEC areas. leisure related other 2 Need to redefine catchment area because non- traditional delivery mechanisms are not the college's capacity to meet (all or some) constrained by geography. of these needs 3 County characteristics: the current take-up of training by SMEs: provided by the college female v male employment increasing 5:1 provided by others. 33,000 businesses 95% SMEs any firms attempting to gain, or which 40% in our TTL currently hold, IIP or other quality increased by 45% since 1979 kitemarks slight decrease between 1992-4 the likely range of the firms' budget for training largest increase in Other Services: Business, Personal and Entertainment

30 FE matters VO1 2No 9 4 County strategy is to develop companies 11 The challenge for FE colleges is to know how to which use: help SMEs learn. Research by Templeton College, Oxford, showed that a key success factor for high technology-based production methods growth in small businesses is the 'flexible and well-trained managers, technicians and non-conformist nature of the manager'. FE professionals colleges are notas flexible as they need to be ; to design and produce high-quality they have a 'tradition' and a 'framework' which specialist products demand conformist behaviour. 5 Investors in People take-up in Hertfordshire: SMEs200 committed, 21 recognised Relationship to strategic plan larger businesses105 committed, 11 Hertford Regional College is developing systems and recognised materials to allow SMEs remote access to computer- 6 Trends by sector: based training packages, partly in recognition of SMEs's difficulties releasing people from work for Upother servicesabove average traditional training. The college strategic plan for DownTransport, Wholesale, Finance 1996-7 states : above average Agriculture, Catering, Motor Vehicle, By August1999,thecollegewillhave Retail, Production and Construction developed and implemented a plan for the below average establishment of a high band width network for 7 Length of time in business: the delivery of learning materials within the college and to external learning centres'. 50% cease within five years (national average is eight) short termism: nature of financial Involvement with partners arrangements over-optimism The college is linking with Hertfordshire TEC and lack of managerial skills, awareness and other relevant organisations at a strategic level, as education well as a practical one, to influence the learning and development of the county and its wealth of SMEs. 8 Perspectives of training needs: A forum has recently emerged within the county Labour market information (LMI): comprised of the TEC, Business Link, local edu- technical, professional, IT, team working, cation authority, University of Hertfordshire, and FE problem solving colleges. This forum is seeking to develop a learning Business Link: business planning, review, strategy for the county in response to the myriad production design, selling, marketing overlapping and interconnecting IT-based develop- SME managers:company and European ments (ADAPT, Competitiveness Fund,Conver, legislation, financial packaging SRB). All forum players have accessed a number of 9 Take-up of training: UK and European funds. Strategic and practical guidance is now needed for the local partnerships 53% used training to meet skills gaps (seven in all) which exist in the county. The challenge (TEC Employer Survey 1995) is to co-ordinate the use of these funds to enable 42% used funded training SMEs to get the best use from them and to enhance 47% used recruitment thecounty's prospects of securing additional funds in Evidence that SMEs the future. The forum supports the concept of con- nected learning centres by encouraging information learn from their customers flows and co-operation between and within the local do not feel they need additional skills for partnerships. next year (TEC Employer Survey, 1995) In addition, arrangements have been made to liaise 10 Sources of FundingDTI, TEC, Competitiveness closely with the Business Links 'IT Adviser'a per- Fund, SRB, European Funding sonal business adviser dedicated to assisting companies to develop good practice in using computer- based information, communication, design and manufacturing technologies.

VO1 2 No 9 FE matters 2 2 31 APPENDIX 2: 3 Designing and delivering learning CRITERIA FOR COLLEGE ACTION- programmes PLANNING PRO FORMA This should outline processes which are in place, or need to be developed: Determining priorities * preliminary discussions with employers detailed programme planning

This section should include: O staff development or training delivery of the training a summary of the results of the mapping review and evaluation. exercise identification of the target SMEs an indication of likely training needs 4 Management and reporting the college's capacity to meet these needs procedures the relationship of the proposed activity to the college's strategic plan This should identify: how TEC involvement will be sought and who has overall responsibility for the initiative the form this will take. how, and by whom, day-to-day Note: Due to the relatively short timescale of the management will be undertaken project and speculative nature of the work there may how relationships with outside bodies e.g. be different targets for 2 and 3 below, i.e. you may the TEC will be managed wish to develop processes for designing and deliv- internal and external reporting procedures e.g. ering learning programmes for which you have to line managers, a steering group, FEDA. already secured contracts but which you also want to market to new firms. From the project's perspective itisimportant that some new initiativesare developed and tested.

2Promotion and marketing strategies This should indicate: how initial contact will be made what follow-up action will be taken who will be responsible for these activities internal communication systems and reporting mechanisms required the timescale for the activity the systems for quality control assurance. Note: The important feature of this activity is establishing the business case for training to the SMEs. The ongoing and final reports on your progress towards achieving this are of vital importance to the project.

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32 FE matters Vol 2 No g APPENDIX 3: According to the Managing Director, the first phase of training has already led to a noticeable difference CASE STUDIES in the workforce'they are much happier and show a willingness to learn'. Although it is anticipated that about 10% of the workforce will be lost to other Matthew Boulton College companies, the remaining 90% will be committed and have the skills to secure the company's future SansSerifisatypical SME operatinginthe prosperity. The company is currently applying for a Birmingham print sector offering design, copy setting National Training Award. and typesetting services, soon to expand into printing. During the last five years the company has faced a number of challenges, mainly focused on the appli- 2Halton College cation of new technologies in typesetting and graphic The original starting point for our current work with reproduction. This has meant that more sophisti- SMEs was a successful bid for Competitiveness Fund cated workespecially in colourformerly under- monies to establish accommodation which would be taken by specialists such as Sans Serif has become separate from mainstream college provision and cheaper and has been brought in-house by the client. which would provide high-quality and cost-effective One of the major effects on Sans Serif has been tosolutions to the training needs of SMEs, particularly reduce the workforce of 40 typesetting specialists to in the engineering and chemical sectors, through the just 23, all of whom need a broader platform of skills. use of computer-based technology. Aware of the need to retrain and develop new skills, Having been successful with the bid and set up the Sans Serif saw the projectSkills Investmentas an centre, the next step was to advise local SMEs that opportunity to offset the costs of a planned pro-this new facility was available at Halton College. gramme of staff development. The quickest way was to mailshot approximately 700 companies that had been identified within Matthew Boulton College was initially contracted to Halton. North and Mid Cheshire TEC and Business undertake a training needs analysis of all employees, Link Halton assisted us by identifying companies from which a report was produced identifying a from their databases. series of company-wide issues and individual needs. One-to-onediscussionswere subsequentlyheld The response to the mailshot was very poor, and we between the Managing Director and each employee, realised that if we were to establish links with all of from which action plans were agreed in the form of these companies a more personal approach would be individuallearningagreements.Emphasiswas required. It was decided that a telemarketing person placed on the links between learning objectives and would be employed on an occasional basis to follow- the overall objectives of the business. up the mailshot and to promote the new facilities at the same time. The next stage was the development of a training plan for the company and a commitment to the This proved to be very successful. Companies liked achievement of the Investors in People award. Thethe pro-active approach, as it was not something that plan and the various actions have now been imple-the college had previously done. The telemarketing mented, with help from Birmingham TEC in the was used to set up appointments for centre staff to form of a 50% subsidy. Most of the actions arevisit companies and outline the new facilities and 'bespoke', tailored to the technologies and workingother changes that had occurred since incorporation. practices of the company. One of the companies contacted was a local chemical These include: company with approximately 80 employees. The training manager was pleased to receive our call Apple Mac training in the application of because they were in the process of upgrading their graphic design software computer systems and were uncertain as to which German for beginners particular applications software to adopt. an NVQ in cleaning science business planning. All of these were contracted to Matthew Boulton College. The next phase includes training in the use of the Internet and aspects of print management. 35

VO1 2 No 9 FE matters 33 They had already decided that it would either be Microsoft Office Professional or Lotus Smart Suite but they were undecided about which. The centre offered to put on an appraisal course during which we would present both applications and outline the differences and similarities of each product. The Managing Director and nine employees attended the course which was extremely well received. The company subsequently chose the Microsoft product. Having decided which product to adopt they now had a further training requirementto teach their employees the basics of the various applications. Subsequent training has been provided on Microsoft Excel, Word, Power Point and Windows 3.1. Employees have also attended half-day seminars on the Internet and on Advanced Communications. Building a good relationship with the company is essential. Personal contact, both on the telephone and in person is important in developing links, as is continuing contact on a regular basis. The company has since supported the college in our bids for further project funding.

34 FE matters VOi 2 No 9 FEDA publication series

Developing FE: Volume I FE Matters: Volume

Student tracking 1 Environmental education throughout FE 1: policy 2 Case loading and strategy 3 Assessing the impact: provision for learners with 2 Environmental education throughout FE 2: a model learning difficulties and disabilities and unit of environmental learning outcomes 4Adults and GNVQs 3 Colleges working with industry 5 On course for next steps: careers education and 4 Towards self-assessing colleges guidance for students in FE 5 Evidence for action: papers prepared for FEFC's 6 Marketing planning Learning and Technology Committee 7 Managing change in FE 6 Student retention: case studies of strategies 8The effective college library that work 9Appraisal in FEwhere are we now? 7 Getting the credit: OCN accreditation and learners lo Clarity is power: learner outcomes, learner with learning difficulties and disabilities autonomy and transferable skills 8Moving on from Key Stage 4the challenge for FE FEDA Reports (formerly Developing FE): 9 Monitoring student attendance Educational psychologists in further education Volume 2 Assuring coherence in individual learning programmes Investing partners: further education, economic 12Adult learners: pathways to progression development and regional policy 13A real job with prospects: supported employment 2 Women at the top in further education opportunities for adults with learning difficulties 3 Moving into FE: the voice of the learner and disabilities 4Additional support. retention and guidance in Transforming teaching: selecting and evaluating urban colleges teaching strategies 5 Qualifications for the future: a study of tripartite and 15Information and learning technology: other divisions in post-16 education and training a development handbook Delivering Modern Apprenticeships Planning a merger of FE colleges 18Tackling drugs together: addressing the issues in the FE sector 19Security is not an optionlearning in a safe environment 20Give us some credit: achieving a comprehensive FE framework

FE Matters: Volume 2 Youth work in colleges: building on partnership 2 The shrinking world: international links with FE 3 A sense of achievement: outcomes of adult learning 4 Learning with business: FE staff development to business and industry 5 Beyond responsiveness: promoting good practice in economic development 6 Making learning support work 7 Initial assessment to identify learning needs 8 Staff development for student retention in further 3 7 and adult education

VO12 No 9 FE matters 35 FEDA Bulletins: Volume

1 Quality assurance in colleges 2 The impact of voucher schemes on the FE curriculum 3 Enhancing GCE A-level programmes 4 Developing college policies and strategies for human resource development 5 Maintaining quality during curriculum change 6 Action planning and recording achievement 7 Implementing modular A-levels 8 Comparing content in selected GCE A-levels and Advanced GNVQs 9 Engineering the future: monitoring the pilot GNVQ in engineering 10 Charters in FE: making them work iiAccess to accreditation 12 Back to the future: what are Modern Apprenticeships? 13 Competing for business: colleges and the Competitiveness Fund 14 Information systems: a strategic approach 15Strategic approaches to processes, cultures and structures

FEDA Bulletins: Volume 2 Partners in economic developement 2 Assuring quality in collaborative provision 3 Student stress in an FE college: an empirical study

36 FE matters VO12 No 9 SMEs small and medium-sized enterprises make up 99% of all UK business, yet contribute only 42% of total UK turnover. A learning culture needs to be developed in these businesses to counter short-termism and day-to-day 'firefighting'. Promoting learning in small and medium-sized enterprises suggests how FE colleges can provide support and training to help SMEs fulfil their potential. It includes advice on the design, delivery and marketing of relevant programmes, an audit research tool, and a pro forma for action planning.

ISSN 13619977 FE matters Vol2No 9 Price £7.50 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement (OERI) Educational Resources Information Center (ERIC) IC

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